| Home | << 1 2 3 4 5 6 7 8 9 10 >> [11–20] |
|
| Records | |||||
|---|---|---|---|---|---|
| Author | Schmidt, A.; Möstl, E.; Wehnert, C.; Aurich, J.; Müller, J.; Aurich, C. | ||||
| Title | Cortisol release and heart rate variability in horses during road transport | Type | Journal Article | ||
| Year | 2010 | Publication | Hormones and Behavior | Abbreviated Journal | Horm. Behav. |
| Volume | 57 | Issue | 2 | Pages | 209-215 |
| Keywords | Horse; Transport; Cortisol; Heart rate variability | ||||
Abstract  |
Based on plasma cortisol concentrations it is widely accepted that transport is stressful to horses. So far, cortisol release during transport has not been evaluated in depth by non-invasive techniques such as analysis of salivary cortisol and faecal cortisol metabolites. Transport also causes changes in heart rate and heart rate variability (HRV). In this study, salivary cortisol, faecal cortisol metabolites, heart rate and HRV in horses transported by road for short (one and 3.5 h) and medium duration (8 h) were determined. With the onset of transport, salivary cortisol increased immediately but highest concentrations were measured towards the end of transport (4.1 ± 1.6, 4.5 ± 2.6, 6.5 ± 1.8 ng/ml in horses transported for one, 3.5 and 8 h, respectively). Faecal cortisol metabolite concentrations did not change during transport, but 1 day after transport for 3.5 and 8 h had increased significantly (p < 0.01), reflecting intestinal passage time. Compared to salivary cortisol, changes in faecal cortisol metabolites were less pronounced. Heart rate increased and beat-to-beat (RR) interval decreased (p < 0.05) with the onset of transport. Standard deviation of heart rate increased while root mean square of successive RR differences (RMSSD) decreased in horses transported for 3.5 (from 74 ± 5 to 45 ± 6 ms) and 8 h (from 89.7 ± 7 to 59 ± 7 ms), indicating a reduction in vagal tone. In conclusion, transport of horses over short and medium distances leads to increased cortisol release and changes in heart rate and HRV indicative of stress. The degree of these changes is related to the duration of transport. Salivary cortisol is a sensitive parameter to detect transient changes in cortisol release. | ||||
| Address | |||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | Summary Language | Original Title | |||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0018-506x | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 5387 | ||
| Permanent link to this record | |||||
| Author | Ajie, B.C.; Pintor, L.M.; Watters, J.; Kerby, J.L.; Hammond, J.I.; Sih, A. | ||||
| Title | A framework for determining the fitness consequences of antipredator behavior | Type | Journal Article | ||
| Year | 2007 | Publication | Behavioral Ecology | Abbreviated Journal | Behav. Ecol. |
| Volume | 18 | Issue | 1 | Pages | 267-270 |
| Keywords | |||||
| Abstract |
Behavioral ecologists have long been interested in understanding the adaptive value of antipredator behavior (Sih 1987Go; Lima and Dill 1990Go; Lima 1998Go). A recent review by Lind and Cresswell (2005)Go, however, noted some important difficulties with quantifying the fitness consequences of antipredator behaviors. In essence, Lind and Cresswell suggest that most studies do not provide strong evidence on the adaptive value of antipredator behavior because they do not consider 1) trade-offs between antipredator and reproductive performance, 2) the abilities of organisms to avoid fitness losses associated with constraints on focal traits by employing behavioral alternatives (behavioral compensation), and 3) the effects of behavioral defenses at different stages of the predation sequence. The authors rightfully assert that an understanding of these issues can only be accomplished by measuring multiple traits and fitness components (i.e., survival and reproduction). Nevertheless, the question of how to integrate such data into | ||||
| Address | |||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | Summary Language | Original Title | |||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | ISBN | Medium | |||
| Area | Expedition | Conference | |||
| Notes | 10.1093/beheco/arl064 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 4087 | ||
| Permanent link to this record | |||||
| Author | Salmivalli, C.; Lagerspetz, K.; Björkqvist, K.; Österman, K.; Kaukiainen, A. | ||||
| Title | Bullying as a group process: Participant roles and their relations to social status within the group | Type | Journal Article | ||
| Year | 1996 | Publication | Aggressive Behavior | Abbreviated Journal | Aggr. Behav. |
| Volume | 22 | Issue | 1 | Pages | 1-15 |
| Keywords | aggressive behavior; peer relations; roles; social acceptance; social groups; victimization | ||||
| Abstract |
Bullying was investigated as a group process, a social phenomenon taking place in a school setting among 573 Finnish sixth-grade children (286 girls, 287 boys) aged 12–13 years. Different Participant Roles taken by individual children in the bullying process were examined and related to a) self-estimated behavior in bullying situations, b) social acceptance and social rejection, and c) belongingness to one of the five sociometric status groups (popular, rejected, neglected, controversial, and average). The Participant Roles assigned to the subject were Victim, Bully, Reinforcer of the bully, Assistant of the bully, Defender of the victim, and Outsider. There were significant sex differences in the distribution of Participant Roles. Boys were more frequently in the roles of Bully, Reinforcer and Assistant, while the most frequent roles of the girls were those of Defender and Outsider. The subjects were moderately well aware of their Participant Roles, although they underestimated their participation in active bullying behavior and emphasized that they acted as Defenders and Outsiders. The sociometric status of the children was found to be connected to their Participant Roles. © 1996 Wiley-Liss, Inc. | ||||
| Address | |||||
| Corporate Author | Thesis | ||||
| Publisher | Wiley Subscription Services, Inc., A Wiley Company | Place of Publication | Editor | ||
| Language | Summary Language | Original Title | |||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 1098-2337 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 5435 | ||
| Permanent link to this record | |||||
| Author | McGreevy, P.D.; McLean, A.N. | ||||
| Title | Roles of learning theory and ethology in equitation | Type | Journal Article | ||
| Year | 2007 | Publication | Journal of Veterinary Behavior: Clinical Applications and Research | Abbreviated Journal | |
| Volume | 2 | Issue | 4 | Pages | 108-118 |
| Keywords | ethological training; equine ethnology; equitation; horse behavior; learning theory | ||||
| Abstract |
By definition, ethology is primarily the scientific study of animal behavior, especially as it occurs in a natural environment; applied ethology being the study of animal behavior in the human domain. The terms equine ethology and ethological training are becoming commonplace in the equestrian domain, yet they seem to be used with a conspicuous lack of clarity and with no mention of learning theory. Most of what we do to train horses runs counter to their innate preferences. This article summarizes the ethological challenges encountered by working horses and considers the merits and limitations of ethological solutions. It also questions the use of terms such as “alpha” and “leader” and examines aspects of learning theory, equine cognition, and ethology as applied to horse training and clinical behavior modification. We propose 7 training principles that optimally account for the horse's ethological and learning abilities and maintain maximal responsivity in the trained horse. These principles can be summarized as: (1) use learning theory appropriately; (2) train easy-to-discriminate signals; (3) train and subsequently elicit responses singularly; (4) train only one response per signal; (5) train all responses to be initiated and subsequently completed within a consistent structure; (6) train persistence of current operantly conditioned responses; and (7) avoid and disassociate flight responses. Adherence to these principles and incorporating them into all horse training methodologies should accelerate training success, reduce behavioral wastage of horses, and improve safety for both humans and horses. | ||||
| Address | |||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | Summary Language | Original Title | |||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | ISBN | Medium | |||
| Area | Expedition | Conference | |||
| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 4511 | ||
| Permanent link to this record | |||||
| Author | McGreevy, P.D.; McLean, A.N. | ||||
| Title | Punishment in horse-training and the concept of ethical equitation | Type | Journal Article | ||
| Year | 2009 | Publication | Journal of Veterinary Behavior | Abbreviated Journal | J. Vet. Behav. |
| Volume | 4 | Issue | 5 | Pages | 193-197 |
| Keywords | conditioning; welfare; ethical equitation; horse; punishment; training | ||||
| Abstract |
By definition, punishment makes a response less likely in the future. Because horses are largely trained by negative reinforcement, they are susceptible to inadvertent punishment. Delays in the release of pressure can make desirable responses less likely and thus punish them. This study examines the correct use of negative reinforcement and identifies a continuum between poorly timed negative reinforcement and punishment. It explores some of the problems of non-contingent punishment and the prospect of learned helplessness and experimental neurosis. It concludes by introducing the concept of ethical equitation. | ||||
| Address | |||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | Summary Language | Original Title | |||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 1558-7878 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 6599 | ||
| Permanent link to this record | |||||
| Author | Zentall, T.R.; Kaiser, D.H. | ||||
| Title | Interval timing with gaps: gap ambiguity as an alternative to temporal decay | Type | Journal Article | ||
| Year | 2005 | Publication | Journal of experimental psychology. Animal behavior processes | Abbreviated Journal | J Exp Psychol Anim Behav Process |
| Volume | 31 | Issue | 4 | Pages | 484-486 |
| Keywords | Animals; Behavior, Animal; Discrimination (Psychology)/*physiology; Memory/*physiology; Rats; Time Perception/*physiology | ||||
| Abstract |
C. V. Buhusi, D. Perera, and W. H. Meck (2005) proposed a hypothesis of timing in rats to account for the results of experiments that have used the peak procedure with gaps. According to this hypothesis, the introduction of a gap causes the animal's memory for the pregap interval to passively decay (subjectively shorten) in direct proportion to the duration and salience of the gap. Thus, animals should pause with short, nonsalient gaps but should reset their clock with longer, salient gaps. The present authors suggest that the ambiguity of the gap (i.e., the similarity between the gap and the intertrial interval in both appearance and relative duration) causes the animal to actively reset the clock and prevents adequate assessments of the fate of timed intervals prior to the gap. Furthermore, when the intertrial interval is discriminable from the gap, the evidence suggests that timed intervals prior to the gap are not lost but are retained in memory. | ||||
| Address | Department of Psychology, University of Kentucky, Lexington, KY 40506, USA. zentall@uky.edu | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0097-7403 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:16248734 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 220 | ||
| Permanent link to this record | |||||
| Author | Zentall, T.R.; Jackson-Smith, P.; Jagielo, J.A.; Nallan, G.B. | ||||
| Title | Categorical shape and color coding by pigeons | Type | Journal Article | ||
| Year | 1986 | Publication | Journal of experimental psychology. Animal behavior processes | Abbreviated Journal | J Exp Psychol Anim Behav Process |
| Volume | 12 | Issue | 2 | Pages | 153-159 |
| Keywords | Animals; *Color Perception; Columbidae; *Discrimination Learning; *Form Perception; *Generalization, Stimulus; Psychophysics; Transfer (Psychology) | ||||
| Abstract |
Categorical coding is the tendency to respond similarly to discriminated stimuli. Past research indicates that pigeons can categorize colors according to at least three spectral regions. Two present experiments assessed the categorical coding of shapes and the existence of a higher order color category (all colors). Pigeons were trained on two independent tasks (matching-to-sample, and oddity-from-sample). One task involved red and a plus sign, the other a circle and green. On test trials one of the two comparison stimuli from one task was replaced by one of the stimuli from the other task. Differential performance based on which of the two stimuli from the other task was introduced suggested categorical coding rules. In Experiment 1 evidence for the categorical coding of sample shapes was found. Categorical color coding was also found; however, it was the comparison stimuli rather than the samples that were categorically coded. Experiment 2 replicated the categorical shape sample effect and ruled out the possibility that the particular colors used were responsible for the categorical coding of comparison stimuli. Overall, the results indicate that pigeons can develop categorical rules involving shapes and colors and that the color categories can be hierarchical. | ||||
| Address | |||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0097-7403 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:3701264 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 262 | ||
| Permanent link to this record | |||||
| Author | Zentall, T.R.; Galizio, M.; Critchfied, T.S. | ||||
| Title | Categorization, concept learning, and behavior analysis: an introduction | Type | Journal Article | ||
| Year | 2002 | Publication | Journal of the experimental analysis of behavior | Abbreviated Journal | J Exp Anal Behav |
| Volume | 78 | Issue | 3 | Pages | 237-248 |
| Keywords | Animals; Association Learning; *Concept Formation; *Discrimination Learning; Humans; Language | ||||
| Abstract |
Categorization and concept learning encompass some of the most important aspects of behavior, but historically they have not been central topics in the experimental analysis of behavior. To introduce this special issue of the Journal of the Experimental Analysis of Behavior (JEAB), we define key terms; distinguish between the study of concepts and the study of concept learning; describe three types of concept learning characterized by the stimulus classes they yield; and briefly identify several other themes (e.g., quantitative modeling and ties to language) that appear in the literature. As the special issue demonstrates, a surprising amount and diversity of work is being conducted that either represents a behavior-analytic perspective or can inform or constructively challenge this perspective. | ||||
| Address | Department of Psychology, University of Kentucky, Lexington 40506, USA. zentall@pop.uky.edu | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0022-5002 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:12507002 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 236 | ||
| Permanent link to this record | |||||
| Author | Doré,F.Y.; Fiset,S.; Goulet,S.; Dumans,M.-C.; Gagnon,S. | ||||
| Title | Search behavior in cats and dogs Interspecific differences in working memory and spatial cognition | Type | Journal Article | ||
| Year | 1996 | Publication | Animal Learning & Behavior | Abbreviated Journal | Anim Learn. & Behav. |
| Volume | 24 | Issue | 2 | Pages | 142-149 |
| Keywords | |||||
| Abstract |
Cats and dogs search behavior was compared in different problems where an object was visibly moved behind a screen that was then visibly moved to a new position. In Experiments 1 (cats) and 2 (dogs), one group was tested with identical screens and the other group was tested with dissimilar screens. Results showed that in both species, search behavior was based on processing of spatial information rather than on recognition of the visual features of the target screen. Cats and dogs were unable to find the object by inferring its invisible movement. They reached a high level of success only if there was direct perceptual evidence that the object could not be at its initial position. When the position change was indicated by an indirect cue, cats searched more at the object`s initial than final position, whereas dogs searched equally at both positions. Interspecific similarities and differences are interpreted in terms of the requirements for resetting working memory. |
||||
| Address | |||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | Summary Language | Original Title | |||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | ISBN | Medium | |||
| Area | Expedition | Conference | |||
| Notes | Approved | no | |||
| Call Number | refbase @ user @ | Serial | 537 | ||
| Permanent link to this record | |||||
| Author | Tommasi, L.; Vallortigara, G. | ||||
| Title | Searching for the center: spatial cognition in the domestic chick (Gallus gallus) | Type | Journal Article | ||
| Year | 2000 | Publication | Journal of Experimental Psychology. Animal Behavior Processes | Abbreviated Journal | J Exp Psychol Anim Behav Process |
| Volume | 26 | Issue | 4 | Pages | 477-486 |
| Keywords | Animals; Behavior, Animal/physiology; Chickens; Cognition/*physiology; Learning/physiology; Male; Space Perception/*physiology; Spatial Behavior/*physiology | ||||
| Abstract |
Chicks learned to find food hidden under sawdust by ground-scratching in the central position of the floor of a closed arena. When tested inan arena of identical shape but a larger area, chicks searched at 2 different locations, one corresponding to the correct distance (i.e., center) in the smaller (training) arena and the other to the actual center of the test arena. When tested in an arena of the same shape but a smaller area, chicks searched in the center of it. These results suggest that chicks are able to encode information on the absolute and relative distance of the food from the walls of the arena. After training in the presence of a landmark located at the center of the arena, animals searched at the center even after the removal of the landmark. Marked changes in the height of the walls of the arena produced some displacement in searching behavior, suggesting that chicks used the angular size of the walls to estimate distances. | ||||
| Address | Department of General Psychology, University of Padua, Italy | ||||
| Corporate Author | Thesis | ||||
| Publisher | Place of Publication | Editor | |||
| Language | English | Summary Language | Original Title | ||
| Series Editor | Series Title | Abbreviated Series Title | |||
| Series Volume | Series Issue | Edition | |||
| ISSN | 0097-7403 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:11056887 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 2774 | ||
| Permanent link to this record | |||||